few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to add and subtract.

Understand place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Understand the place value system.

Extend the counting sequence.
problem_activity: Problem 1
a.   Shani calculated
$$81\div3$$
using an area model by finding the length of a rectangle whose area is 81 square units and width is 3 units.
[IMG]
The value being divided has 8 tens. The area model has only 6 tens in the leftmost region. Why?
Where did the 21 ones come from in the area model?
b.   Albie calculated
$$81\div3$$
using a method that was different from Shani’s.
[IMG]
Albie subtracted 60 from 81. What does the 60 represent?
Albie wrote 7 above the 20, and then subtracted 21 from 21. How is the 21 related to the 7?
What do the numbers 20 and 7 represent?
c.   Kimiko has a method of calculating quotients that is different from Shani’s method and Albie’s method. Here is how she found the quotient
$$81\div3$$
.
[IMG]
How is Kimiko’s method similar to and different from Shani’s method and Albie’s method?
Kimiko subtracted
$$3\times2$$
, then
$$3\times7$$
. Earlier, Albie subtracted
$$3\times20$$
, then
$$3\times7$$
. Why did they have the same quotient?
Why do you think Kimiko wrote 1 next to the remainder of 2 rather than adding 1 and 2 to get 3?
Problem 2
Estimate each quotient, then solve using any method. Then assess the reasonableness of your answer.
a.
$$97 \div2$$
b.
$$1,216\div4$$
c.
$$4,309\div7$$


correct_option_index: 6